Daily+Agendas+-+April+2012

=Daily Agendas -- April 2012=

[ 04.30.2012 ]

 * Warm-up: Complete the EOC question of the day. Choose the correct answer, then explain why you made that choice. (Be honest -- resist the temptation to scroll down for the correct answer.)
 * Discuss similarities and differences between Trayvon Martin and TKAM (using [|comparison chart]-- "Topic A" is the Trayvon Martin case and "Topic B" is TKAM)
 * "Killing of Fla. Teen Trayvon Martin Becomes National Story About Race" (NPR news blog post)
 * "The death of Trayvon Martin" (Virginian-Pilot editorial)
 * Note MAKING (pt. 2): Choose a note format from the list at English Companion and use it to take notes on a current event. You will present your current event orally on Wednesday and explain your notes to the class.
 * Homework:
 * Current event (with notes) due Wednesday
 * Complete ClassScapeobjective 6 questions (due Friday)
 * RWWS 3: 103 - Y05
 * RWWS 4: 00N - G0E

[ 04.27.2012 ]

 * Warm-up: Complete the EOC question of the day and explain your answer choice. (Be honest; resist the temptation to scroll down for the correct answer.) If there is no new question for today, complete the question for April 19.
 * Discuss objective 5 ClassScapequestions
 * RWWS 3: 00N - 20B
 * RWWS 4: 10E - 80M
 * Homework: Read and take notes on whichever Trayvon Martin piece you have not yet read (linked below under the Daily Agenda for 04.26.2012, as well as on the TKAM unit page). Use the note taking method you did not choose for your first reading (e.g. if you used dual-entry notes for your first reading, use 5W+H this time).

[ 04.26.2012 ]

 * Warm-up: Complete the EOC question of the day and explain your answer choice. (Be honest; resist the temptation to scroll down for the correct answer.)
 * Mini-lesson: Note MAKING -- Use either dual-entry notes ([|doc] / [|pdf]) or 5W+H notes ([|doc] / [|pdf]) while reading one of the following pieces:
 * "Killing of Fla. Teen Trayvon Martin Becomes National Story About Race" (NPR news blog post)
 * "The death of Trayvon Martin" (Virginian-Pilot editorial)
 * Homework: finish objective 5 ClassScapequestions
 * RWWS 3: 00N - 20B
 * RWWS 4: 10E - 80M

[ 04.25.2012 ]
Shortened periods due to // School Daze // field trip
 * Warm-up: "EOC note taking" -- Did you find note taking helpful in completing your ClassScape questions? Why or why not? How might you change your note taking style/habits to work better for you?
 * Discuss objectives 3 and 4 ClassScape questions
 * RWWS 3: 102 - 60V
 * RWWS 4: 00N - 60A
 * Homework: objective 5 ClassScape questions due Friday
 * RWWS 3: 00N - 20B
 * RWWS 4: 10E - 80M

[ 04.24.2012 ]

 * Warm-up: Complete the EOC question of the day and explain your answer choice. (Be honest; resist the temptation to scroll down for the correct answer.)
 * TKAM wrap-up discussion -- "What's Up With The Mockingbird?" and Character Reflection Guide
 * Homework:
 * ClassScapequestions due Friday
 * RWWS 3: 00N - 20B
 * RWWS 4: 10E - 80M
 * Any uncompleted bookmarks can be turned in for late credit by 9:00 AM on Thursday

[ 04.23.2012 ]

 * "What's Up With The Mockingbird?" -- In preparation for a mini-Socratic seminar, answer the following questions in detail (3-5 sentences each, with references to the text if necessary) on Collaborize Classroom. (You do NOT need to complete any replies today; just focus on providing detailed, high-quality answers to the questions with evidence from the text.)
 * What does Atticus say about killing a mockingbird? Explain his remark (and this overall scene of the novel) in your own words.
 * Why do you think he says this? What lesson is Atticus trying to teach Jem and Scout?
 * If Atticus doesn't like guns, why does he let Jem and Scout have them? Does this relate in any way to whatever lesson he may be trying to teach?
 * What might the mockingbird represent or symbolize? Support your answer with details from the text.
 * How might this scene apply to the rest of the novel?
 * In your opinion, why is the title of the novel taken from this scene? What makes this part of the story so significant?
 * Re-examine the [|TKAM Anticipation Guide]. Complete the assignment again, but this time do so as if you were one of the characters from the book. Answer as your assigned character would, and provide explanation that reflects that character's personality, experiences, and point of view (using specific references to the text -- including page numbers -- as needed). Character assignments are as follows:
 * Group 1: Atticus
 * Group 2: Jem
 * Group 3: Scout
 * Group 4: Tom Robinson
 * Group 5: Calpurnia
 * Group 6: Boo Radley
 * Homework:
 * Finish the above assignments if you did not do so in class. We will be using both of them in class tomorrow.
 * Complete the ClassScape review of objective 5 (due Friday)
 * RWWS 3: 00N - 20B
 * RWWS 4: 10E - 80M

[ 04.19.2012 ]

 * Complete ClassScapequestions (objectives 3 and 4)
 * RWWS 3: 102 - 60V
 * RWWS 4: 00N - 60A
 * As you work on the questions, use the strategies we talked about in class:
 * Read carefully and re-read if necessary
 * Use the provided scrap paper to take notes as you go (e.g. summarize each paragraph briefly, use a who-what-where-when-why-how organizer, make a T-chart with your connections to the text, draw simple pictures to help you remember key points, etc.) -- **These will be collected for a participation grade.**
 * Review your notes as you read each question to help you pinpoint answers
 * If you're not sure at first, take things step by step and don't get overwhelmed -- think it through
 * Don't just guess because you're bored or frustrated -- at least try to narrow down your options
 * Homework:
 * Finish the ClassScape questions for Monday (if you haven't already)
 * Read TKAM ch. 31 and complete one bookmark

[ 04.18.2012 ]

 * Warm-up: "TKAM 3-2-1" -- Complete the following 3-2-1 organizer:
 * 3 questions about the reading
 * 2 reactions to the latest events in the reading
 * 1 event from recent chapters you think is most significant/important (and an explanation of your choice)
 * Discuss TKAM using 3-2-1 organizer
 * Discuss ClassScape questions
 * Homework:
 * Read TKAM ch. 30 and complete one bookmark
 * Great Depression Museum reflection due Friday

[ 04.17.2012 ]

 * PWT for Literary Magazine or reflection on Great Depression Museum (1-1.5 pages on what you saw/heard that relates to TKAM)
 * Homework: read TKAM ch. 29 and complete one bookmark

[ 04.16.2012 ]

 * Visit the sophomore's Great Depression Museum
 * Homework: read TKAM ch. 28 and complete one bookmark

[ 04.13.2012 ]

 * Warm-up: "ClassScape review" -- On a scale of 1 (easiest) to 10 (hardest), how would you rank this set of questions? In your opinion, what made them easy or difficult?
 * Review ClassScapequestions
 * RWWS 3: 00N - M01
 * RWWS 4: 10E - G03
 * Homework: Read TKAM ch. 26-27 and complete bookmarks for each chapter

[ 04.12.2012 ]

 * Socratic seminar: The "N-word" and TKAM
 * PWT for Literary Magazine and/or read TKAM
 * Homework:
 * Read TKAM ch. 25 and complete one bookmark
 * ClassScapequestions due tomorrow
 * RWWS 3: 00N - M01
 * RWWS 4: 10E - G03

[ 04.11.2012 ]

 * Warm-up: "Banning TKAM" -- Historically, //To Kill a Mockingbird// has been one of the most frequently banned books in school districts across the country (meaning school boards say it is not to be read or taught at school). Why do you think this is? Why might people think this book should be banned?
 * Read and take notes on articles for tomorrow's Socratic Seminar
 * "Nigger and Caricatures"
 * "The N-Word: Past Meaning and Contemporary Questions"
 * Write Socratic seminar questions (one opening, two core, and one closing), then submit using the Socratic seminar questions Google Form
 * Homework: finish reading articles, taking notes, and submitting questions

[ 04.10.2012 ]

 * Warm-up: "Spring Break" -- Choose one event from your spring break and describe it in as much detail as you can. (Even if you just stayed home and "did nothing," you can still pick one moment and describe it.) For an extra challenge, put your description in the form of a poem. For an extra extra challenge, put your poem in the form of a sonnet.
 * Discuss TKAM ch. 13-23 using 3-2-1 organizers
 * 3 questions about this section (about things you didn't understand or to provoke thought in others)
 * 2 reactions/comments about the events in this section
 * 1 event that you thought was most significant in this section (and an explanation why)
 * Homework:
 * Read TKAM ch. 24 and complete one bookmark
 * ClassScapeEOC review questions (objectives 1 and 2) due Friday
 * RWWS 3: 00N - M01
 * RWWS 4: 10E - G03

[ 04.02.2012 - 04.09.2012 ]
Spring Break